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The Graph Rubric: Development of a Teaching, Learning, and Research Tool
Aakanksha Angra1, Stephanie M Gardner2
1Department of Biology, Georgia State University, Atlanta, GA 30303.
CBE Life Sciences Education
|November 30, 2018
Summary
This study developed a graph rubric to help undergraduate biology students master data visualization skills. The rubric aids in teaching, assessing, and researching student learning in scientific graphing.
Area of Science:
- Biology Education Research
- Scientific Visualization
Background:
- Undergraduate biology curricula increasingly focus on scientific practices.
- Students need to master data summarization through appropriate graph creation.
- Existing tools for teaching and assessing graphing skills are limited.
Purpose of the Study:
- To develop an evidence-based, analytic rubric for evaluating student-created graphs.
- To provide a tool for instruction, assessment, and research in undergraduate biology graphing.
- To inform the design of learning experiences and pedagogical approaches.
Main Methods:
- Developed a graph rubric informed by learning sciences, statistics, and representations literature.
- Incorporated feedback and usage data from diverse user groups.
- Designed the rubric with categories for graph mechanics, communication, and choice, each with three achievement levels.
Main Results:
- Created an evidence-based, analytic rubric for graph assessment.
- The rubric categorizes essential graph elements: mechanics, communication, and choice.
- Each category is evaluated at three distinct levels of achievement.
Conclusions:
- The rubric has potential for providing formative feedback to students.
- It enables instructors to gauge and guide student learning and instructional strategies.
- Identified future research directions for science education researchers in graphing.
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